This piece explores how moving from grammar instruction to language study empowers students and their writing. To shift perspective and re-envision how language discussion can begin in the classroom, suggestions are offered with power dynamics and contextual needs of real communication situations. The authors detail activities that draw on…

Self-directed writing is an opportunity for teachers to write with their students, and it is writing that ultimately ends up in the student's portfolio at mid-term and end of term. It is one component of a structured writing class in which students also do other writing assignments. It is important for teachers to communicate their expectations of…

Part one of a two-part article, it provides a rationale for broadening linguistic theory to include multi-media language. (DD)

The meanings of the words grammar and linguistics have undergone a multitude of changes in the last years, but teachers should continue to teach linguistics and formal grammar in the schools. (JH)

The value of a transformational model of syntax can be illustrated by comparing the taxonomic grammatical description of a complex sentence to a transformation-oriented description of the same sentence. The taxonomic approach, an immediate constituent analysis, requires 10 steps to break the sample sentence into its grammatical components; the…

Explores parallels between traditional linguistics and media study. (DD)

English teachers have a responsibility to interpret for students the current linguistic insights into language and to lead them in an open-minded inquiry involving (1) careful observation of language data, (2) translation of this observation into rule-like descriptions, and (3) verification of the rules to determine if revisions must be made. In…

Describes some of the linguistic misinformation presented in a recent magazine article on the teaching of writing. (DD)

Lists 25 things that teachers should consider when evaluating the linguistic components of the texts they select and use for English grammar and writing instruction. (RL)

Examines "writing" as a word that means one thing to some people and another to others. Suggests that sloppy usage of such a charged word could lead to trouble. Looks particularly at the move from the "writing process" or "process writing" and at what this semantic transformation indicates. (TB)

Discusses attitude a well-informed, liberal minded teacher should take toward the use of slang by students in oral and written communication in the classroom. (Author)

Considers how with no training in how to teach vocabulary skills, many teachers transfer to their classroom the same techniques that they see test makers using. Offers a chart to encourage thinking about the ways that standardized testing techniques differ from good teaching and learning practices. Argues that educators should provide students…

Examines the reasons for and the value of, teaching grammar through drill. Suggests other methods for teaching effective oral and written communication. (RB)